Training Program For Supervisors Research Articles

Mental health training for physicians supervising resident physicians: a cluster randomised controlled trial.

To evaluate an online training program for physician supervisors with the aim of promoting a mentally healthy workplace by improving their use of both responsive and preventive mental health support strategies. Cluster randomised, waitlist-controlled trial. Royal Australasian College of Physicians fellows who were supervising at least one resident physician in any of the 31 primary health networks in Australia and 20 district health boards in New Zealand (health network clusters). A brief online skills-based mental health training program, comprising twelve modules grouped into three topics: common mental illnesses; helping trainees you are concerned about (responsive strategies); and minimising mental health risks at work (preventive strategies). Change between baseline and the 3-month assessment in self-reported recommended supervisor behaviours; differences between intervention and control groups in recommended behaviour scores three weeks, three months, and six months after the program. Ninety physicians from 20 health network clusters were allocated to the intervention group, 88 physicians from 22 clusters to the control group. Intervention group participants reported greater positive change in behaviour across the study period than those in the control group (mixed model repeated measures analysis, group × time interaction: P < 0.001). The mean change in self-reported supervisory behaviour score was higher for the intervention than the control group at the 3-week (mean difference in score, 1.6; 95% confidence interval [CI], 0.8-2.4), 3-month (0.9; 95% CI, 0.2-1.6), and 6-month assessments (1.9; 95% CI, 1.1-2.7). The mean change in self-reported responsive behaviour score was also greater for the intervention group at the 3-week (mean difference, 2.3; 95% CI, 1.5-3.1), 3-month (1.0; 95% CI, 0.2-1.9), and 6-month assessments (2.0; 95% CI, 1.1-2.9); differences in the mean change in preventive behaviour scores were statistically significant at the 3-week (mean difference, 1.1; 95% CI, 0.1-2.2) and 6-month assessments (1.8; 95% CI, 0.8-2.8), but not the 3-month assessment (0.8; 95% CI, -0.1 to 1.7). Brief online mental health training for senior physicians can lead to changes in their self-reported behaviour for supporting the mental health needs of resident physicians. Whether this leads to better mental health for resident physicians should be investigated. Australian New Zealand Clinical Trials Registry, ACTRN12619001496101 (prospective).

Student interactions with ethical issues in the lab: results from a qualitative study

Student researchers encounter ethical issues daily, but little is known about their unique perspectives. This article presents the results of 30 qualitative semi-structured interviews exploring students’ views and experiences around ethical issues in research groups. During the interviews, students were asked to describe challenges and successes they have encountered in their lab, their conception of what counts as an “ethical issue in research,” and how they handle these issues when they arise. Against this background, the article discusses students’ conceptions of ethical issues in research environments, the types of issues students reported facing, how these issues were ultimately resolved, and finally, the factors, internal qualities, and lessons learned that help students thrive in research environments, as well as some of the challenges students face – especially international students. Many of the ethical challenges interviewees discussed focused on interpersonal issues, highlighting the intense collaboration most graduate students have with their colleagues and supervisors. Findings from this study point to the need for targeted training programs for students and faculty supervisors focusing on building mentoring relationships and finding space in the lab where open communication can occur around ethical research practices.

SCHOOL-BASED SUPERVISION AND SCHOOL PERFORMANCE IN SECONDARY SCHOOLS OF GURAGE ZONE SNNPR STATE

The purpose of this study was to assess school-based supervision and school performance in secondary schools of Guraghe Zone. To conduct this study, a correlational research design was employed. One Zonal and three District Education Office supervision coordinators were selected through the availability sampling technique. Among the 77 government secondary schools found in the Zone, 10 of them were selected randomly as sample schools. From these sample schools, 10 principals and 10 school-based supervisors (10 unit leaders and 50 heads of department) were also included as respondents using the availability sampling technique. Furthermore, 286 teachers have participated in the study through purposive and availability sampling techniques. Questionnaires and document analysis were tools for collecting data in the stud. Frequency, percentage, mean, and t-test were utilized to analyze quantitative data gained through the questionnaires. The qualitative data gathered through document analyses were by narration. The results of the study indicated that teachers lack awareness and orientation on the activities and significance of school-based supervision, ineffectiveness of the practice of supervisory options matching with the individual teacher’s developmental level, and the inability of supervisors to apply the necessary procedures for classroom observation properly. This all was due to the following factors influencing such as lack of relevant training programs for supervisors, scarcity of experienced supervisors in school-based supervision activities, lack of supervision manuals in the schools, and shortage of allocated budget for supervisory activities, and that also leads to low school performance. Finally, to minimize the problems of school-based supervision and low school performance in secondary schools, it is recommended to give relevant in-service training for supervisors to upgrade their supervisory activities, necessary resources such as supervision manuals, and an adequate budget for the success of supervision at the school level were suggested so that schools can perform in a good manner.

Postgraduate Students' Perceptions of Supervisor and Qualifications that is Sought in the Supervisor Selection

In postgraduate education, the supervisor is a very important actor in terms of the quality of the education process. Therefore, how graduate students perceive supervisor is important in terms of the quality of the educational process. In this study, it was aimed to determine the postgraduate students’ perceptions of supervisor and qualifications sought in the selection of supervisor. It is thought that determining how the supervising faculty members are perceived by postgraduate students and what the criteria are for the selection of supervisors may contribute to the field in terms of understanding the student and supervisor relationship on an academic basis in postgraduate education. This research is a qualitative study. The phenomenological design was used in the study. 51 postgraduate students studying in various departments at Dicle University, Institute of Educational Sciences participated in the study in the 2017-2018 academic year. As the data collection tool, a semi-structured interview form was developed by the researchers and used in the study. According to research findings, the criteria that graduate students want to consider in the selection of supervisors are seen as “Having a good command of subject”, “Good communication skills”, “Guidance”, “Close to my field of interest”, “Openness to innovation”, “Having the knowledge of method”, “Entrepreneur”, and “Experienced”. The findings of this research can be used in supervisor training programs to be organized in the field of graduate education. Research can be conducted to examine the expectations of the supervisor from the graduate students.

Supervisors’ roles for newcomer adjustment: review of supervisors’ impact on newcomer organizational socialization outcomes

PurposeThis study aims to explore and classify the fragmentary findings of previous studies and improve understanding of the overall roles of supervisors in newcomer organizational socialization (NOS) and their relationships to NOS outcomes.Design/methodology/approachThe study chiefly involves undertaking a literature review, with an emphasis on the perspective of human resource development (HRD). A structured literature review was conducted to identify and select articles through the Web of Science database.FindingsFive important roles of supervisors during NOS – supporting training transfer, providing information, clarifying newcomers’ roles, facilitating sensemaking and providing feedback – were revealed from an examination of extant work. These roles markedly influence five different components of newcomers’ adjustment: task mastery, role clarification, organizational knowledge, social identification and social integration.Research limitations/implicationsAlthough the concept of NOS used in this paper did not include all meanings of organizational socialization, the findings proposed key areas that require further study to enhance the understanding of supervisors’ roles for NOS.Practical implicationsThe literature review suggests key efforts that supervisors should pursue to enhance the efficacy of newcomers’ adjustment. HRD professionals can use this information to design supervisor training programs aimed at enhancing supervisors’ knowledge and skills for successful NOS.Originality/valueStudies have reported that supervisors markedly impact NOS and ultimately a newcomer’s success or failure. Relatively little work, however, has investigated how supervisors’ roles in the NOS process can enhance newcomers’ successful NOS outcomes.

Professional Identity of Indonesian VTS Operators

The research aims to identify the attitude of Indonesian VTS operators toward their profession. Thus, it focuses on identifying several factors that affect the construction of their professional identity (PI) to understand better their reason for pursuing the job. The analysis is based on factors, i.e., self-image, social recognition, attitude toward change, professional competence, and expectations about the profession in the future. It employs a qualitative approach, using an open-ended questionnaire to obtain the data from 12 VTS operators who participated in a VTS supervisor training program. The results indicate that the participants have positive attitude towards their profession. Participants are found to demonstrate strong professional identity. The VTS operators are driven by their self-recognition, how they see their job as a calling instead of just a job. It is mainly shaped by the skills and efforts of the VTS operators reflecting their willingness and courage to embrace the profession.

The effect of employee recognition on restaurant employees’ job embeddedness, knowledge sharing and service orientation: abusive supervision as a moderator

PurposeThe purpose of this paper is to develop and test a research model that explores the interrelationships of employee recognition, job embeddedness (JE), knowledge sharing, service orientation and abusive supervision. Specifically, the model proposes that JE mediates the impact of recognition on knowledge sharing and service orientation, while abusive supervision moderates the indirect influence of recognition on knowledge sharing and service orientation via JE. The model also proposes that JE and knowledge sharing mediate the link between recognition and service orientation in a sequential manner.Design/methodology/approachData were gathered from restaurant frontline employees in three waves in Ghana. The hypothesized links were gauged via structural equation modeling using Mplus 7.4.FindingsThe vast majority of the hypothesized relationships were supported by the empirical data. Specifically, JE mediated the impact of recognition on knowledge sharing and service orientation. JE and knowledge sharing sequentially mediated the impact of recognition on service orientation. Abusive supervision moderated the positive effect of recognition on JE and JE on knowledge sharing such that the effects were stronger among frontline employees with low levels of abusive supervision. In addition, abusive supervision moderated the indirect effect of recognition on knowledge sharing through JE. On the contrary, abusive supervision did not significantly moderate the linkage between JE and service orientation. This is also true for abusive supervision as a moderator of the indirect influence of recognition on service orientation via JE.Practical implicationsManagement should not only focus on financial rewards but also consider non-financial rewards such as employee recognition. This is what is overlooked among practitioners. Therefore, restaurant managers/supervisors should use recognition mechanisms such as certificate of appreciation, plaque of honor and/or oral praises wherever possible to trigger employees’ JE, knowledge sharing and service orientation. Restaurateurs should also arrange training programs for supervisors to make them avoid practicing abusive supervision that would erode JE and knowledge sharing.Originality/valueEvidence about the organizationally valued consequences of employee recognition in the hospitality literature is sparse. With this realization, this paper advances the current knowledge by gauging JE as a mediator between recognition and knowledge sharing and service orientation. Unlike other empirical pieces, JE and knowledge sharing as the sequential mediators of the effect of recognition on service orientation are tested. This paper advances the current knowledge base by assessing abusive supervision as a moderator concerning the previously mentioned linkages. This paper also contributes to the literature by gauging abusive supervision as a moderator of the indirect impact of recognition on knowledge sharing and service orientation via JE.

Clinical supervisor training: a ten-year scoping review across counseling, psychology, and social work

ABSTRACT Clinical supervision is widely recognized as a professional specialty requiring specialized training. As the signature pedagogy of the mental health professions, such training needs to emphasize the instructional vs. clinical nature of the supervision enterprise. However, a comprehensive description of supervisor training programs in mental health professions, including pedagogical approaches taught and employed during training, is lacking. We conducted a scoping review of supervisor training programs in English-language, refereed journal articles during 2012–2021 to identify the location, training parameters, delivery formats, topics, teaching methods, pedagogies, and professional guidelines underpinning delivery of the program, and evaluations of their effectiveness. We located 34 training programs offered within counseling, psychology, and social work. We highlight similarities and differences across professions as well as emerging trends and gaps requiring further research.

The Consequences of Professional Learning Communities on Teacher Professional Development in Oman

Teaching is a complicated profession that involves constant fulfilment of several traits and qualifications for the entire length of the teacher’s career. Ideally, professional learning communities (henceforth PLC) have the potential to boost teacher professional development (henceforth TPD). Nevertheless, the execution of the PLC is not always implemented as planned. This research aims to determine the situation of PLC and the consequences of these communities on teacher professional development in some schools in Oman. Qualitative research using the descriptive approach was employed. Document analysis, interviews, and observation were triangulated to probe the consequences of PLC on teacher professional development. An intended sample of 13 informants participated in the study. These include teachers, principals, supervisors, and policy makers selected from six primary schools in the Ministry of Education in the Sultanate of Oman. The study revealed that there are not enough training programs for teachers, principals, and supervisors on how to implement these communities. Moreover, principals and teachers are all heavily burdened with administrative duties that impede them from focusing on the developmental implications of PLC. Furthermore, the lack of opportunity for teacher input in the entire teaching-learning system is a stumbling block to the recognition of the consequences of PLC on teacher growth. Despite that, the PLC offers a great opportunity for teacher growth if implemented in the right way. Keywords: Oman, professional learning communities, teacher professional development. DOI: 10.7176/JEP/13-24-06 Publication date: August 31 st 2022

A proposed research agenda concerning supervisor training for newcomer organizational socialization

PurposeThe purpose of this paper is to identify extant training needs for preparing supervisors to support newcomers’ organizational socialization and to develop a research agenda concerning aspects that conduce to making supervisors efficacious in the process of organizational socialization.Design/methodology/approachA review of the literature on the development of socialization agents for organizational socialization generally indicates that relatively minimal research has been undertaken on this topic. Most articles have focused on the effects of organizational socialization on other variables – such as newcomers’ work outcomes, turnover intention and organizational commitment. The review was conducted in light of this phenomenon. It is based on the structured literature review method, per Rocco, Stein and Lee (2003).FindingsSupervisor training is suggested as a means for enhancing organizational socialization. However, supervisor training is not often studied in organizational socialization research. Therefore, the verification of the impact of supervisor training on organizational socialization is required. Given the proposed research agenda, identifying the impact of supervisor training on different areas of organizational socialization domains and inspiring increased interest on supervisor training as an effective program for organizational socialization are logical outcomes.Research limitations/implicationsThe concept of socialization is used in broad areas of research, such as education, military and engineering. However, it was reviewed here vis-à-vis human resource development (HRD). Therefore, the focus was on the notion of organizational socialization, which is appropriate for employee training development. The concept of organizational socialization in this paper, therefore, was delimited, as it failed to include all meanings of socialization. This paper sought to review all studies related to organizational socialization. However, some research was not considered and, thus, not discussed in this paper. This was because of time and resource constraints. The author sorted previous studies by personal standards and, thus, may have inadvertently included non-germane or excluded relevant citations.Practical implicationsSupervisory training for organizational socialization can be proposed as a potential area for leading to an effective organizational socialization program. So HRD professionals should study further about the topic and develop such programs. Increased attention on supervisor training for organizational socialization may increase the number and quality of supervisor training programs. Such studies would augment HRD professionals’ knowledge about organizational socialization and eventually enhance performance in organizations.Social implicationsThis paper can expand the area in which social learning theory can be applied. According to Bandura and Walters (1977), the social learning theory posits that learning new behaviors can usually be acquired by observing and imitating others. This implies that newcomers emulate other organizational members to adapt to the organization and their assigned roles. In this process, supervisors can play a key role through showing them the appropriate behaviors, supporting their learning and providing appropriate feedback. Presumably, then, new employees may perform better if supervisors receive training on crucial socialization efforts.Originality/valueSignificantly, socialization agents are uniquely situated to greatly impact the organizational socialization process of newcomers. Among the socialization agents, supervisors garner enormous influence on newcomers’ organizational socialization. However, relatively few studies investigated the training of supervisors for organizational socialization.

NASW’s Supervisory Leaders in Aging: one-year practice change outcomes of an innovative training program for social work supervisors

ABSTRACT Social work supervision addresses professional development, staff support, and management of direct service workers. It is important in aging-services settings because of the impacts of complex and evolving biopsychosocial forces in clients’ lives. This article presents findings of the Supervisory Leaders in Aging (SLA) study based on data available one-year post completion. SLA is a 30-hour certificate program for supervisors from aging-services settings addressing best practices in supervision of gerontological practice. The study compares participants’ self-assessment of use of supervisory best practices before attending a 3-month workshop series and at two times following graduation. This article reports findings from the analysis of data provided by 114 out of 129 supervisors who completed the program. Participants increased the frequency of use of best practices at both three and 12 months after graduation. These increases were conceptually meaningful and statistically significant among participants who were low users of best practices prior to the program. SLA has led to significant adoption and maintenance of supervisory best practices among participating social work supervisors and especially among those who have not previously adopted routine use of best practices. The interactive small-group learning activities of SLA’s educational model should be promoted and the curriculum of best practices should be further refined and tested as SLA is implemented in other communities.

The Effectiveness of A Program Based on The Theory of Successful Intelligence in The Development of Creative Reading Skills of Sixth Grade Students: فاعلية برنامج قائم على نظرية الذكاء الناجح في تنمية مهارات القراءة الإبداعية لدى طالبات الصف السادس الابتدائي

The current study aimed to identify the effectiveness of a program based on the theory of successful intelligence in developing creative reading skills among sixth grade students. To this end, the researcher has used the experimental approach with a quasi-experimental design for the two equivalent experimental and control groups. She has also used the following tools and materials; (1) a list of creative reading skills to be developed, (2) an achievement test to measure the creative reading skills, and (3) teacher's manual. The researcher has also validated the data collection tools and administered them on a random sample of the sixth-grade female students in the schools in Al-Rass governorate (N=60); 30 students for each group. Findings of the study revealed that there were statistically significant differences at the level of (0.05) between the experimental and control groups students' skills in the post -tests scores of creative reading skills for the benefit of the experimental group students who studied using the program based on the theory of the successful intelligence. The results also showed a significant positive impact of the program based on the theory of successful intelligence in developing the creative reading skills of the experimental group students. In light the previous findings, the researcher provided many recommendations and the most major ones were to take care of developing creative reading skills for different stages particularly the elementary stage, to use the program based on the theory of successful intelligence as it was found effective in developing the creative reading skills, and to hold training programs for Arabic language teachers and supervisors to orient them how to best employ the theory of successful intelligence in teaching and clarify its role in developing creative reading skills.

„Closing the Gap“: Ergebnisse einer Bestandsaufnahme zu Qualitätssicherungsmaßnahmen der Lehre an medizinischen Fakultäten

ObjectivesThe aim of the present study was to survey the current state of quality assurance of teaching at German-speaking medical faculties. Another aim was to determine whether and how the evaluation loop is closed. MethodsA questionnaire was sent out to 45 German-speaking faculties in the DACH countries to determine how the faculties ensure quality of teaching. Information was collected on qualification programs offered to faculty, course evaluations (LVE), evaluations during the final year (PJ-E), and on the implementation of graduate surveys (ABS-B). Evaluable data sets are available from 29 of the 40 faculties that responded. ResultsAt almost all faculties, lecturers can take advantage of various didactic offers. Training programs for (M3) examiners (32%) and PJ supervisors (21%), on the other hand, are offered less frequently. Students at two-thirds of the faculties participate in the planning and implementation of LVEs, which are conducted at all faculties. Almost all faculties conduct PJ-E, and 72% of the faculties report interviewing graduates (ABS-B). However, the responsibility for conducting the ABS-B lies with the faculties themselves in only 48% of the cases. Twenty faculties report various additional teaching evaluations (e.g., evaluation of projects, progress tests). Indicators of teaching quality are mostly student satisfaction (LVE=93%, PJ-E=82%, ABS-B=100%), practical relevance of content (LVE=72%, ABS-B=100%) and quality of supervision (PJ-E=86%). The majority use questionnaires that are often self-developed (LVE=63%, PJ=78%). Surveys are mostly summative and either purely online (LVE=44%, PJ-E=81%, ABS-B=40%) or combined with paper (LVE=56%, ABS-B=60%). The majority of results are reported back to the academic deans in writing and/or as a presentation of results. In addition, faculties conduct results-based interviews with faculty/departments (LVE=79%, PJ=64%) and make binding goal agreements during these interviews (LVE=52%, PJ-E=50%). The survey results are often used to inform curricular development (LVE=79%, PJ-E=89%, ABS-B=80%). However, changes in the curriculum based on these results are not re-evaluated in all cases (LVE=83%, PJ-E=60%, ABS-B=63%). ConclusionThis study provides an overview of the evaluation practice at German-speaking medical faculties. The number of evaluations carried out in the various areas related to teaching indicates that quality assurance of teaching is taken very seriously by medical faculties. However, there is still need for optimization in some areas: training programs for examiners and PJ supervisors should be offered more frequently to ensure teaching quality. It should also be examined whether the quality indicators used can be supplemented to include, for example, the indicator “giving appropriate feedback”. Very often, self-developed questionnaires are used whose reliability and validity are questionable. The use of standardized questionnaires would be desirable in order to be able to adequately classify the results. In addition, the evaluation cycle is not closed with re-evaluations in all cases after curricular changes have been implemented. This is especially true of changes initiated by the PJ-E and ABS-B..

Knowledge of Safe Food Temperature among Restaurant Supervisors in Dammam, Saudi Arabia

Foodborne diseases are usually caused by consuming foods that are stored at an inappropriate temperature. This study aims to evaluate the knowledge of safe food temperature control among restaurant supervisors of Dammam city, Saudi Arabia. A cross-sectional study was carried out during January 2019 to May 2019. A close-ended questionnaire was used to assess knowledge and source of information about food temperature control from restaurant supervisors. The response rate of the study was 97 (80.8%). Demographic profile and knowledge scores of restaurant supervisors are reported as percentage. Chi-square test was used to compare group differences in knowledge.pvalue &lt;0.05 was considered significant. Restaurant supervisors had good knowledge about safe temperature for cold food (93.8%) and storing food in the freezer (83.5%) and in the refrigerator (79.4%), while they had poor knowledge of safe temperature for hot food (14.4%) and the range of temperature in which bacteria grow rapidly (danger zone temperature) in food (15.5%). All restaurant supervisors reported food and environmental inspector as their main source of information about food temperature control. Restaurant supervisors’ education level and place of work showed a significant association with safe temperature for storing food in the refrigerator and the best method to check safe cooking temperature. The high percentage of lack in the knowledge of safe temperature control for hot foods and danger zone temperature among restaurant supervisors is of great concern for public health as it exposes the customers to foodborne illnesses. The study results emphasize on the necessity to conduct education and training programs for restaurant supervisors to improve the quality of food served to consumers and protect them from foodborne illnesses and food poisoning.

Structured Peer Feedback Exchange in Group Supervision of Beginning Supervisors

We examined the scope of peer feedback exchanged during group supervision of beginning supervisors throughout a semester‐long doctoral‐level experiential counseling supervision course. Concept mapping revealed 13 clusters representing five areas of beginning supervisors' peer feedback. Supervisors of supervisors and supervisor training programs may use these results to structure experiential supervision experiences.

Students Pay the Price: Doctoral Candidates are Targeted by Contract Cheating Websites

Aim/Purpose: This paper analyses the textual features of contract cheating websites that offer thesis writing services for doctoral students and considers implications for practice. Background: Contract cheating is an increasing challenge for higher education institutions, governments and societies worldwide. However, relatively little is known about the prevalence of online thesis writing services and the ways in which these companies attract doctoral students as customers. Methodology: This study has a three-step textual analysis methodological approach: firstly, identifying contract cheating websites that target doctoral students; secondly, applying a top-down thematic approach to the literature to identify potential vulnerabilities; and, thirdly, using these themes in a textual analysis to interrogate the language used on these websites. Contribution: Much of the current research into contract cheating has focused on coursework students. This study builds on the small sub-field of scholarship that has investigated contract cheating in a research writing context, and in contradistinction to previous studies, analyses the persuasive language features used by online contract cheating websites in the context of commonly reported doctoral student challenges. This is a novel approach not yet explored in the literature. Findings: The analysis reveals that contract cheating websites include specific language to appeal to doctoral students’ vulnerabilities across four common themes: ‘balancing work and personal life’, ‘the complexity of doctoral academic writing’, ‘self-efficacy’ and ‘academic career progression’. Recommendations for Practitioners: The themes present in this study highlight the critical role thesis supervisors can play in supporting doctoral students’ thesis writing progression, as well as the value of peer learning groups in building self-efficacy. The limited research literature into contract cheating in a doctoral context also suggests a need for increased training and awareness-raising programs for supervisors, thesis examiners and new graduate students. Recommendation for Researchers: Future studies that further investigate the prevalence of these themes across a broader scope of websites and countries will provide greater insights into the extent to which these websites are a global threat to vulnerable doctoral students. Impact on Society: The paper provides a foundation for researchers and graduate schools to raise greater awareness of contract cheating amongst doctoral students and, in so doing, combats the reputational risks it can have on universities and the potential safety risks for the general public. Future Research: Semi-structured interviews and focus groups with doctoral students and supervisors that explore their awareness of contract cheating for thesis writing and their ability to identify research writing that has been completed by a third-party.

Clinical supervisors’ reflections on their role, training needs and overall experience as dental educators

The aims of this study were to understand the views of clinical supervisors overseeing final year dental students and investigate their perceived role, level of support and training available, and ways to improve the supervisory experience. Clinical supervisors who oversaw fifth-year dental students in 2019 were invited to participate in an online survey. Respondents who indicated their willingness to participate were contacted for a semi-structured interview which were analysed using Constant Comparative Methodology. Sixteen supervisors completed the survey, with a response rate of 73%. Respondents reported low levels of formal training in clinical supervision (38%) and most (75%) felt further training would be beneficial for their role. While nearly all (94%) reported they had developed as a dental professional through supervision, most (63%) were not positively encouraged to develop a career as a supervisor, with tensions between health service delivery and academia identified as a key challenge. The driving motivator to supervise was a desire to teach (62.5%). Seven (44%) participants completed the semi-structured interview. Participants' perception of their role varied depending on career stage and clinic location. Lack of recognition and defined career pathways were the biggest challenges reported by participants. Retention and morale of supervisors may increase with better-defined career pathways and meaningful professional development opportunities. There is a need to develop tailored training programs for supervisors that enable them to teach critical thinking and clinical judgement while ensuring patient safety.

Writing in English as an additional language: challenges encountered by doctoral students

ABSTRACT Research writing is an important part of doctoral study. Previous studies suggest that students who speak English as an additional language (EAL) may experience difficulties in writing a thesis in English. This study investigated the nature of the writing challenges experienced by EAL doctoral students. Drawing on data collected from individual semi-structured interviews with 27 EAL doctoral students in various disciplines at an Australian university, this study found that while many participants encountered linguistic challenges and socio-cultural challenges, some participants thought that native speakers also faced challenges in academic writing. Major linguistic challenges reported were over-reliance on translation and L1–L2 rhetorical differences. Additional challenges included lacking local learning experiences, difference in learning expectations, and social isolation. This study has practical implications for curriculum design of language support services for doctoral students and training programs for supervisors. It concludes with recommendations for students, supervisors, and academic literacy professionals.

JA:2021-14. OSHA and AG: An Industry Training Program for Agricultural Workers and Supervisors

ABSTRACT Purpose: An OSHA 10-hour General Industry program, taught by OSHA Outreach Instructors, was developed at OSU with application to agricultural environments. As a voluntary program, the course teaches the workforce, as well as owners and supervisors, best management practices regardless of their agricultural or small business exemption status with the Department of Labor. Upon completion, participants receive a DOL recognized certificate, before going towards other specific training, i.e., respiratory fit testing and confined space permit entry. This course is also appealing to OSHA Outreach trainers working in agriculture as a model training program for replication in their geographic region. Results/Findings: The course was developed in 2013 to enhance agricultural collegiate students’ understanding of safety and health principles. It provided a training certificate beyond their credits earned towards graduation. The OSU Ag Safety resident instruction course has an annual enrollment between 45 and 65 students, involving both graduate and undergraduate students. Pilot tested under a sponsored USDA-NIFA initiative, the Safety in Agriculture for Youth project enabled the course to transcend into secondary schools both online and in-person. Nearly 200 teen workers received their OSHA industry cards through classroom. The curriculum is a modified version of the collegiate course, based on age-appropriate tasks and occupational exposures for teen workers. The community-based OSHA and AG program provides adult outreach education with the same 10-hr certification. This program is designed for owners, operators and supervisors to increase their understanding of basic occupational principles with best management practices. More than an injury prevention program, this course provides employers with strategies to make efficient and targeted changes to how they approach occupational safety decisions with their employees using administrative controls, engineering practices and education. Practical Application: Using a combination of topics approved in the OSHA Outreach course, there is an opportunity to teach producers about occupational risks while creating a culture for safety. Likewise, the course satisfies the training requirements imposed by OSHA on those non-exempt production agricultural farms, grain handling facilities, orchards and vegetable operations. As a wholistic training program for employees and managers, agricultural producers understand their role in hazard identification and injury prevention practices.

CIPP Model Evaluation of the 2013 Curriculum Implementation Training Program in Jakarta – Indonesia (Case Study: Islamic Educational Supervisor)

The purpose of this study was to evaluate the Implementation of the 2013 curriculum training program for Islamic Educational Supervisors and to measure their capacity in terms of 2013 curriculum competency using the CIPP model of evaluation.&#x0D; The importance of improving the competency of Educational Supervisor through Implementation training program of 2013 curricula, because they hold a very significant and strategic role in improving the quality teaching of Islamic Educational teachers (Guru PAI), acted as educational supervisor, counselor, and motivator.&#x0D; This article would like to answer several questions; how the Implementation of Curriculum 2013 training was able to boost the Islamic Educational Supervisor Competency in terms of their academic ability. The paper aims to discuss the issue of Islamic Supervisor in terms of curriculum 2013 competency.